The "Greatest Obstacle We Face" was a very truthful, very valid article written about our minimalistic tendencies in American school systems and administrations. The game metaphor described throughout the piece is extremely pertinent to American education; there are many factors contributing to this game but it seems that from a young age this compulsion to "coast through" the curriculum is inherent. This impulse however may be derived from our social instinct to pull away from that which we are forced to do, and go toward that which we are not supposed to, for as the phrase goes "the forbidden fruit tastes the sweetest." We are told to do homework but instead we find ourselves deeply submerged in toxic procrastination, finding the time to check Facebook and play Tetris but not complete assignments. I have always been a dedicated student and was quite the over-achiever in high school, but this game is obvious and detectable to anyone mildly associated with a public school. Although I am very studious, I cannot deny that I have participated in this game when there is too much school work to balance or other extraneous circumstances; it is an easy routine to fall into considering the often negligible standards of some school systems.
There is so much emphasis on test scores, administrators focus on the masses rather than the individual students taking these exams. As the author points out, each student is unique with different learning abilities and an array of diverse talents to offer. It seems hypocritical that we live in a nation that put so much value on diversity yet subjects our students to these grueling cookie-cutter standards and tests. It appears the entire purpose of school is sometimes forgotten or disregarded. Truthfully, we should just go back to basics and focus on improvement, learning, and enrichment-the key essentials and foundations of education. However, teachers should also teach about life rather than just academics to expand the scope of learning, to relate to real-life situations and not just test scores. Classroom techniques need to be shuffled up and more creative to hold the interests of both the teachers and students while still being instructive.
Something interesting I’ve noticed is a huge difference between students and teachers in grade school as opposed to students and professors in a college setting. Perhaps this is due to the expensive cost of tuition or the maturity of college students, but there appears to be an increased level of student-teacher respect and a greater desire to learn in a college classroom. Maybe implementing some degree of the necessity to succeed in high school like there is in college would improve student concentration and consideration. There are a plentitude of great ideas circulating to refine American education, many of which this author suggests, but unfortunately those involved directly in the education process (teacher and students) don't have much say in the way of reform decisions.
The "Greatest Obstacle We Face" was a very truthful, very valid article written about our minimalistic tendencies in American school systems and administrations. The game metaphor described throughout the piece is extremely pertinent to American education; there are many factors contributing to this game but it seems that from a young age this compulsion to "coast through" the curriculum is inherent. This impulse however may be derived from our social instinct to pull away from that which we are forced to do, and go toward that which we are not supposed to, for as the phrase goes "the forbidden fruit tastes the sweetest." We are told to do homework but instead we find ourselves deeply submerged in toxic procrastination, finding the time to check Facebook and play Tetris but not complete assignments. I have always been a dedicated student and was quite the over-achiever in high school, but this game is obvious and detectable to anyone mildly associated with a public school. Although I am very studious, I cannot deny that I have participated in this game when there is too much school work to balance or other extraneous circumstances; it is an easy routine to fall into considering the often negligible standards of some school systems.
There is so much emphasis on test scores, administrators focus on the masses rather than the individual students taking these exams. As the author points out, each student is unique with different learning abilities and an array of diverse talents to offer. It seems hypocritical that we live in a nation that put so much value on diversity yet subjects our students to these grueling cookie-cutter standards and tests. It appears the entire purpose of school is sometimes forgotten or disregarded. Truthfully, we should just go back to basics and focus on improvement, learning, and enrichment-the key essentials and foundations of education. However, teachers should also teach about life rather than just academics to expand the scope of learning, to relate to real-life situations and not just test scores. Classroom techniques need to be shuffled up and more creative to hold the interests of both the teachers and students while still being instructive.
Something interesting I’ve noticed is a huge difference between students and teachers in grade school as opposed to students and professors in a college setting. Perhaps this is due to the expensive cost of tuition or the maturity of college students, but there appears to be an increased level of student-teacher respect and a greater desire to learn in a college classroom. Maybe implementing some degree of the necessity to succeed in high school like there is in college would improve student concentration and consideration. There are a plentitude of great ideas circulating to refine American education, many of which this author suggests, but unfortunately those involved directly in the education process (teacher and students) don't have much say in the way of reform decisions.